Drug counseling working with groups

Identify a group, which you are able to observe over approximately 20-30 minutes. Discuss the group with your tutor to ensure that it will meet the requirements to enable you to carry out the following task produce a profile: 1 describes the composition of the group Group Composition The composition of the group involves the topics and issues discussed in a group session. It also includes the process or method used within the group. Process of how the counselor facilitates in order to properly incorporates different personalities and problems of individual members.

There are three areas that are to remain in balance during a session according to the National Institute on Drug Abuse, they are each member, the themes discussed, and the group as a whole (Drugabuse. gov, 2009). It is the responsibility of the counselor to carefully monitor the process and establish group rules or norms such as promptness, to participate, to listen, and provide positive support along with feedback (Drugabuse. gov, 2009). The group discussion topic is on ideas of how to present information about drugs to teens. The group is made up of undergraduate college students who have used drugs and have recovered.

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Some have tried drugs or been offered drugs during their years away at college. The process is to ask each student to share an idea of how to interactively present this type of information to high school students. 2 explores and briefly analyses its reasons for meeting and its overt/covert needs/wants. The reason for meeting is to put together a PowerPoint presentation on how best to approach today’s teens with information about drugs. How to be safe at parties where drugs may be available. How to say no to drugs being offered.

Also how to avoid being a victim by being aware of how drugs are camouflaged or distributed in unassuming ways (i.e. Drinks, candies, etc. ). What is wanted is to help young people become aware of dangers of drug dealers and not become a victim. 3 describes the methods used to observe the group, why they chosen and whether overt/covert. The method used was online university chatroom. There is an online facilitator or moderator who manages the chat and the participants. For those that are not adhering to the rules, the moderator can drop them from the chat. This method was chosen as a diverse audience from across the country was wanted to get as many ideas and different views as possible.

Also a set time of ? hour was chosen to limit the amount of information that could be shared and discussed. Group rules were presented during an orientation given by the counselor or moderator/facilitator. Each participant agrees to adhere to the rules. The rules help participants to be aware of the boundaries of the discussion and is more prepared to attend. The method is considered overt in that all participants were aware of what was being discussed, the process, and the rules. The method is considered covert in that the participant’s identity is unknown beyond what they decide to share.

4 provides a detailed observation of the group Here is a dialogue of the chat conversation: Moderator – okay lets begin with. Laura Talbott (L) from the University of Central Florida who posts: “How about an interactive ice breaker at the beginning, by dimming the lights, having party music, we serve soda and ask the students to mingle, and we also give them a few questions to ask a stranger. Sometimes we drop tic tacs into the drinks before we pour them in with the ice, and we also have people as plants in the group that have tic tacs and slip them into drinks

that were left unattended or held incorrectly. At the end of about 5 minutes we have them sit down and look in their cup, preferably they are clear cups. The point is “see how easy it was to get slipped a drug” into your drink…. then we have a discussion and go into the presentation from there. “ Moderator that was excellent Laura, thank you for your idea. Mike you are up next… [email protected] posts “. I usually get students to participate by writing categories of drugs on a board, such as stimulants, opiates etc. I then ask them which club drug would fall under which heading. I also ask

them to tell me the street names of each drug. I usually preface the interaction by saying that they can give me a lot of information also. The street names, the types of drugs seen in the community, the favorite drug of use, the up and coming drug of choice, the local cost of each drug, etc. The questions and comments usually come fast and furious and I usually have to wrap up quickly because time has run out. I have also tapped into my local poison control center and have asked them what drugs of abuse are being seen in the local schools and if any new trends are being monitored. Hope this helps”.

Moderator thanks Mike, we appreciate your response.. Next we have Beth.. Go ahead Beth… Beth Credle from East Carolina University… posts “You might want to try some role plays. You could develop a Jeopardy-type game about Ecstasy. Distribute “E” mail to participants. Pass out slips of paper with info about club drugs including Ecstasy, hence the “E” mail, to students in envelopes like mail. Have them open and read them aloud. Host a mock rave. Have “mocktails” and techno music as an intro…

Also–with GHB/Rohypnol, you can demonstrate how trusting most people are about accepting drinks from strangers by offering soft drinks/sodas or “mocktails” at your program. Students will most likely take them. In the middle of your presentation, ask if anyone feels a “high” from the drink, and explain that you put something in their drinks. Pull out some “pixie stix” (the long straws with the sugar candy inside) and explain that you poured them into the drinks, and that they might be producing a “sugar high”. Use this as a lead in to talk about sexual assault related to the use of GHB/Rohypnol and how easily people can slip things into open drinks, especially in crowded bars.

(Never accept an open container; never leave a drink unattended, etc. ) “ Moderator Thanks Beth, you have some great pointers.. Melissa you are up… Melissa Kenzig from USFCA… posts “start with a brainstorm about all the different names for club drugs. Then we could go through the list and find the words that mean the same thing. Then we would discuss the effects of each. Then, maybe a short snippet from the MTV thing. Then, a debate on DanceSafe. If you wanted to put in the reasons for using piece (above), I’d include it after the discussion on effects. “